Unit 8 Where are you from ？第三课时教学设计

课题 Unit 8 Where are you from 第三课时 学情分析 五年级学生活泼好动，上课积极活跃，表现欲强，学生普遍对英语学习兴趣浓厚，且有了一定的英语知识的积累，但英语基础参差不齐，而且学生上课注意力集中时间不是很长，综合上述分析，本节课采用情景教学、游戏教学、任务驱动等教学方法，目的就在于激发学生兴趣，鼓励学生勇敢参与到教学活动中来。 教学目标 知识目标 能听懂、会说：Where do you come from I come from...Australia is far away. Is it far from here 能力目标 1、通过本课学习，让学生能在实际情景中灵活运用所学，完成既定任务。 2、通过观察教师的讲授演示，培养学生的理解能力、表达能力和创造力。 情感目标 通过认知一些常见国家的名称，初步了解外国文化，开拓学生的视野。 教学重点 功能句Where do you come from I come from...Australia is far away. Is it far from here 教学难点 将所学句型灵活运用于实际情景中。 课型 新授课 教法学法 情景教学法 讲授演示法 任务驱动法 游戏教学法 小组合作法 主要教具、课前准备 课件，城市吊牌 教材 陕旅版英语教材第五册第8单元 教学过程： Pre-task(任务前，激活语言) 1、 Greeting：If you are happy, clap your hands/stamp your feet/wave your arms and say hello/say “yeah” loudly 2、Let’s sing a song 课件出示儿歌Where are you from, Tony boy （设计意图：合唱旋律优美的歌曲，营造了和谐的英语学习气氛，同时，旧知引出新知） While-task(任务中，学习语言) 1、 Presentation(I) Learning of the new sentence pattern（呈现功能句型） from=come from 板书：Where do you come from I come from… Practise in pairs：Ask and answer with the cards of places made by themselves. 2、 Presentation(II) T:Where does he/she come from Ss: He/She comes from ...(教师帮助学生回答，注意单三的用法) 板书：Where does ... come from ...comes from… Look at the puzzle on PPT, make dialogues between T and Ss. Practise :Ask four students to the front, the others ask them with “Where do you from ” and then talk about where they come from in pairs using the sentence pattern “Where does ...come from He/She comes from...” A: Where are you from B: I am from... A: Where does ... come from B:He/She comes from... Presentation(III) Text Learning （处理文本） (情景设置1： PPT出示教师个人与外教老师和同学的生活照) T：Where does my friend come from Guess! You can say, “Does she from ... ” PPT呈现中国地图，突破难点并补全板书 板书：Is it far from here Yes. It’s far away. Not very far. (情景设置2： 外教来到了中国北京) a. Watch the video and answer these questions Q1: Where does Helen come from Q2: Is Australia far from China Q3:Where is the young man from b. Read the dialogue to find out the answer to the question Q4:What’s the weather like Talk about the weather in different seasons. c. Put them in order（细读文本） (小组合作，当堂检测对课文理解的程度，同时给学生运用英语的机会，活学活用。） d. Read together. (巧妙处理文本，将文本中的故事人物Helen与教师生活中的外教老师合成一人，让所设置的情景更加真实化，学生更能融入其中，主动投入学习中来。） Post-task(任务后，运用语言) Do some exercises 1. Where does she come from？（回答）She___ ___ Australia. 2. It is far from China.(变为一般疑问句) ___ ___ far from China 3. I ... ...